(2016) Science and education, 1, 137-145. Odessa.

Tetiana Dedilova,
PhD (Candidate of Economic Sciences), associate professor,
Department of Business Economics,
Inna Tokar,
assistant, Department of business economics,
Artem Filatov,
master degree student, Department of business economics,
Kharkiv National Automobile and Highway University (HNADU),
25, Petrovsky Str., Kharkiv, Ukraine

GENDER ASPECT OF STUDENTS’ PERCEPTION OF LECTURERS’ WORK

Reformation of the domestic higher educational system requires the compliance with international educational standards, and the formation of high educational culture with a gender orientation. However, the implementation of gender-specific activities in the field of education is complicated by gender stereotypes regarding the allocation of male and female roles in the Ukrainian educational system and the society in general. The article is aimed at developing the methodical bases of the assessment of university staff potential from the gender perspective by means of creating a hierarchical tree of the expert model of assessing lecturers. The realization of this aim is based on the results of the use of expert methods as the applied techniques. The analysis results have confirmed the existence of stereotypes among students about gender peculiarities of men and women in education and society in general. As a result of the survey it has been found that male students are focused on the cognitive (informative) component of the educational process when assessing lecturer’s work, whereas the female students choose the aesthetic component as the most important one. This implies the image of an ideal lecturer in girls’ and boys’ eyes as a personality with a high level of masculinity and/or middle level of femininity of a lecturer and a clear differentiation of his/her human qualities by gender. At the same time a typically male image includes a set of traits, norms and rules of conduct, which are not strictly limited by the society and which are identified with rational thinking and success. A typically female image is associated with emotionality, humanity, and highly developed social and communicative skills. “Genderless” of higher school pedagogy determines the emergence of a number of problems the solution of which requires the implementation of a gender approach into the educational and organizational activities of Ukrainian universities.

university, teacher, student, gender stereotypes, men, woman, evaluation

1. Prykhodkina, N. O. Genderni stereotypy v uiavlenni studentiv humanitarnoho profiliu [Gender stereotypes in views of students specialized in humanities]. (n.d.). Retrieved from: http://www.pdaa.edu.ua/np/pdf/82.pdf [in Ukrainian].
2. Skoryk, M. M. (Eds.) (2004). Osnovy teorii genderu [Basics of Gender Theory]. Kyiv: “K.I.S.” [in Ukrainian].
3. Bohatyrov, K. O. Shchodo vyznachennia mistsia i roli hendernoi pedahohiky v profesiinii pidhotovtsi maibutnikh vchyteliv [On the definition the place and role of gender pedagogy in professional training of future teachers]. (n.d.). [in Ukrainian]. Retrieved from: http://eir.nuos.edu.ua/ xmlui/ bitstream/ handle/123456789/1544/Bogatirev.pdf?sequence=1 [in Ukrainian].
4. Vasylchenko, O. I. (2008). Formuvannia hendernoi kultury studentiv universytetu yak predmet i obiekt doslidzhennia [Formation of gender culture of university students as a subject and object of study]. Visnyk Zaporizkoho natsionalnoho universytetu. Seriia «Pedahohichni nauky» – Bulletin of Zaporizhzhya National University. A series of "Pedagogical science", 1, 48-52 [in Ukrainian].
5. Bukach, M. M. (2010). Perspektyvy rozvytku hendernoi skladovoi suchasnoho zmistu profesiinoi osvity maibutnikh pedahohiv [Prospects of the development of gender component of future pedagogues’ modern professional education content]. Naukovi pratsi ChDU imeni Petra Mohyly. Pedahohika – Collection of scientific works of Petro Mohyla Black Sea State University. Pedagogy, 131 (Vol. 144), 50-53 [in Ukrainian].
6. Osoblyvosti proiaviv gendernykh stereotypiv u systemi vykladach – student [Features of gender stereotypes manifestation in the system “teacher – student”] (n.d.). Retrieved from: http://xreferat.com/77/1919-1- osoblivost-proyav-v-gendernih-stereotip-v-u-sistemvikladach-student.html [in Ukrainian].
7. Dedilova, T. V. (2015). Realizatsiia hendernoho pidkhodu v systemi vyshchoi osvity Ukrainy [The implementation of gender approach in the higher educational system of Ukraine]. Zbirnyk tez Vseukrainskoi naukovopraktychnoi konferentsii“Derzhavne upravlinnia naukovo-osvitnoho zabezpechennia pidhotovky konkurentospromozhnykh fakhivtsiv u sferi tsyvilnoho zakhystu” – Proceedings of all-Ukrainian scientific and practical Conference “State management scientific and educational ensuring the training competitive specialists in the sphere of civil protection” (pp. 11-13). Kharkiv: NUTsZU [in Ukrainian].

(2016) Science and education, 1, 146-152. Odessa.

Yan Yuan,
post-graduate student, Department of Music Arts and Choreography,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine 

METHODOLOGY OF FORMING SELF-PREPARING SKILLS FOR TEACHING PRACTICE IN FUTURE MUSIC TEACHERS

Students’ creative potential fulfillment depends on their personal involvement into the self-guided work aimed at the acquisition of new knowledge, self-study and self-preparation for teaching practice. Self-preparing is associated with some difficulties peculiar for future teachers training. One of the ways of solving this problem is the improvement of students’ self-preparing skills for teaching practice. The article deals with the staged methodology of preparing students for teaching practice. Basing of the interpretation of the concept of students’ self-preparing as a planned kind of activities, performed according to the task and guided by a lecturer, but without his/her direct participation, this process is considered as the independent work carried out by a student without any supervision. In this process students use certain theoretical and practical experience obtained before. The methodology of students’ self-preparing is based on the “activity approach”, “synergetic approach”, “multi-subject (dialogical) approach”, and “person-centered approach”. Besides, it also includes three stages: preparatory, interiorization and exteriorization. The first stage is aimed at the formation of motives of students’ independent work oriented at pedagogical creativity. The second stage is based on the substantive aspect. The third stage is aimed at transferring a student’s internal psychic action into external one. Every stage involves the acquisition of a certain number of methods and tools by students, which are described in the article.

self-study, students’ self-preparing work, teaching forms, activity approach, synergetic approach, educational motivation. 

1. Vygotskiy, L. S. Istoriya razvitiya vysshikh psikhicheskikh funktsiy [History of higher mental functions’ development]. Problemy razvitiya psikhiki: sobranie sochineniy – Problems of psyche development: collection of scientific works (Vols. 3). Matyushkina, A. M. (Ed). Moscow: Pedagogika [in Russian].
2. Galperin, P. Ya. (1966). K ucheniyu ob interiorizatsii [On the study of interiorization]. Voprosy psikhologii – Issues of psychology, 6, 3-20 [in Russian].
3. Gershunskiy, B. S. (2003). Obrazovatelnopedagogicheskaya prognostika. Teoriya. Metodologiya. Praktika [Educational and pedagogical prognostics. Theory. Methods. Practice]. Moscow: Flinta; Nauka [in Russian].
4. Leontiev, A. N. (1981). Problemy razvitiya psikhiki [Problems of psyche development]. Moscow: Izdvo MGU [in Russian].
5. Morozova, N. G. (1979). Uchitelyu o poznavatelnom interese [About a cognitive process for a teacher]. Moscow: Znanie [in Russian].
6. Babanskiy, Yu. K. (Ed.). (1983). Pedagogika [Pedagogy]. Moscow: Prosveshchenie [in Russian].
7. Rubinshteyn, S. L. (2002). Osnovy obshchey psikhologii [Foundations of General Psychology]. Saint Petersburg: Piter [in Russian].
8. Fedotova, O. D. (2002). Interpolyatsionnyy kontrol metodologicheskikh znaniy [Interpolated control of methodical knowledge]. Klassicheskiy Litsey № 1 pri RGU : opyt i perspektivy – Classical college #1: theory and prospects. Rostov-na-Donu: Izd-vo RGU [in Russian].
9. Shekh, T. V. (2011). Lichnostno-orientirovannyy podkhod v obuchenii shkolnikov inostrannomu yazyku [Person-centered approach in teaching foreign languages to school students]. Kontsept: nauchno-metodicheskiy elektronnyy zhurnal ofitsialnogo sayta evristicheskikh olimpiad «Sovyenok» i «Proryv» – Concept: scientific and methodical electronic journal of the official site of heuristic academic Olympiads “Sovyenok” and “Proryv”. Kirov. Retrieved from: http://www.covenok.ru/koncept/ 2011/11205.htm. [in Russian].
10. Shchukina, G. I. (1971). Problema poznavatelnogo interesa v pedagogike [The issue of cognitive interest in Pedagogy]. Moscow: Pedagogika [in Russian].
11. Yanch, E. (1970). Prognozirovanie nauchnotekhnicheskogo progressa [Predicting scientific and technical progress]. Moscow: Progress [in Russian].
12. Sidi, A. (2003). Practical Extrapolation Methods. Theory and Applications Cambridge University Press, Cambridge monographs on applid and computational mathematics [in English].

(2016) Science and education, 1, 152-157. Odessa.

Olha Ocheretna,
English teacher,
linguistic training Department Odessa National Academy of Telecommunications named after O.S. Popov,
1, Kovalska Str., Odesa, Ukraine

INVOLVING FUTURE TELECOMMUNICATION ENGINEERS IN SELF-GUIDED WORK DURING PROFESSIONAL TRAINING AS A PEDAGOGICAL CONDITION OF THEIR ACMEOLOGICAL CULTURE FORMATION

The article deals with one of the pedagogical conditions of acmeological culture formation in future telecommunication engineers during their professional training. Different kinds of exercises and approaches concerning the implementation of this condition are suggested. Also, the changes and new standards of the educational programmes at higher technical educational institutions are discussed. Under the conditions of fundamental changes happening in the Ukrainian society and Ukrainian education a modern competent professional must be able to use the advanced informational technologies and have the highly-developed communication skills. The training process should obtain the characteristics of students’ self-guided work, because it is impossible to prepare a competitive professional without it. The article is aimed at reviewing the advanced foreign experience of using innovative approaches for the organization of selfguided creative work and the possibilities of their use at Ukrainian higher technical educational institutions. The main task of higher education is the formation of a creative personality and specialist, capable for self-development, selfeducation and innovation activity. The implementation of this task cannot be done only by means of transferring knowledge in the finished form from a teacher to a student. It is necessary to turn students as passive knowledge consumers into active knowledge creators, who can formulate a problem, analyze possible solutions, find the optimum one and prove its correctness. The higher education reform that is taking place in Ukraine is associated with the transition from training to the education paradigm. In this regard, it should be admitted that the self-guided creative work of students is not just an important form of educational process, it should become its basis.

creative self-guided work, future telecommunication engineers’ acmeological culture, implementation of the pedagogical condition.

1. Zhuravska, L. M. (1999). Kontseptualni umovy upravlinnia samostiinoiu robotoiu studentiv u VNZ [Conceptual conditions of managing students’ self-study at higher educational institutions]. Osvita ta upravlinnia – Education and management (Vols. 3) [in Ukrainian].
2. Zavyalova, E. P. Sovmestnaya deyatelnost prepodavateley i studentov v organizatsii samostoyatelnoy raboty studentov [Cooperative activity of teachers and students when organizing students’ selfstudy]. Retrieved from: http://www.asu.ru [in Russian].
3. Kozakov, V. A. (1990). Samostoyatelnaya rabota studentov i yeye informatsionno-metodicheskoye obespechenie : uchebn. posobie [Students’ self-study and its informational and methodical support: textbook]. Kiev: Vysshaya shkola textbook [in Russian].
4. Sokolova, I. B. (2002). Osnovy samostoyatelnoi raboty studentov: uchebno-metodicheskoye posobie v pomohsch studentam pedagogicheskikh vuzov [The theory of self-assisted work of students: textbook for students of pedagogical universities] Armavir : IC AGPI [in Russian].

(2016) Science and education, 1, 157-165. Odessa.

Ella Pecherska,
PhD (Candidate of Pedagogical Sciences), freelance professor,
Department of Music Arts and Choreography,
Oleksii Usachov,
specialist of the Department of Music and Choreprgaphic Education,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine

FORMING ARTISTIC THINKING IN ADOLESCENTS IN THE PROCESS OF PARTICIPATING IN MASS CULTURAL EVENTS

The article is aimed at specifying the essence of artistic thinking and developing methods of its formation in adolescents in the process of participating in mass cultural events. Artistic thinking is considered to be the human ability to think in the artistic context, which involves individual comprehension of works of arts. It is mental process characteristic, which allows to express one’s thoughts and feelings in the emotionally imaginative form. The distinctive features of artistic thinking are imaginative, associative and metaphoric character, specific correspondence of the form and content. There has been offered the structure of artistic thinking, which includes the following components: motivational, axiological, emotional, empathic, rational, cognitive, creative, and active. In order to study the development of artistic thinking in adolescents in the process of participating in mass cultural events the experimental work involving 14-16-yearold adolescents in the recreational centre “Moloda Hvardiia” has been conducted. It consisted of three stages: 1) the development of criteria approach to the diagnostics of the adolescents’ artistic thinking maturity; 2) conducting the ascertaining experiment; 3) the development of methods of adolescents’ artistic thinking formation in the process of participating in mass cultural events though the example of LARP. Basing on the results of the theoretical research, the criteria apparatus, consisting of criteria (motivational and axiological, emotional and empathic, rational and cognitive, creative and active) and corresponding indices, has been presented. The following methods have been used in the experiment: questioning, talking, testing, and creative tasks. The developed methods of forming artistic thinking in adolescents is based on the principles of randomness, role participating, self-organization of the participants, disregarding the reality when role-playing, psychological support of the participants. The technique is based on the following pedagogical conditions: providing the diversity of artistic content of role-playing games; using stage property and visual effects; motivating students to obtain the artistic skills. According to these conditions the following methods have been developed and implemented in the process of the experiment: extracurricular reading, watching thematic movies, observing, costume competition, creative search, modeling, improvisation, etc.  

artistic thinking, cultural mass events, role-playing games, LARP.

1. Bogomolova, N. N. (2008). Sotsialnaya psikhologiya massovoy kommunikatsii: Ucheb. posobie dlya studentov vuzov [Social psychology of mass communication: textbook for university students]. Moscow: Aspekt Press [in Russian].
2. Gorina, D. (2015). Alternativnaya realnost v XXI veke [Alternative reality in 21st century]. Retrieved from: http://www.cablook.com/inspiration/alternativnayarealnost-v-xxi-veke [in Russian].
3. Dmitrieva, M. A. Razvitie khudozhestvennoobraznogo myshleniya i samoopredeleniya podrostka v razlichnykh vidakh muzykalno-tvorcheskoy deyatelnosti. Uspekhi i trudnosti v rabote molodogo spetsialista [The development of artistic thinking and self-determination of an adolescent in different kinds of music activities. Success and difficulties in young professional’s work]. Retrieved from: http://kur-buk.ru/obychenie/bibliotstatei/113-dmitrieva-ma-lrazvitie-xudozhestvennoobraznogo-myshleniya-i-samoopredeleniya-podrostka-vrazlichnyx-vidax-muzykalno-tvorcheskoj-deyatelnostiuspexi-i-trudnosti-v-rabote-molodogo-speczialistar.html [in Russian].
4. Korystuvach «Arruin» Tekhnolohii v rolovykh ihrakh [User “Arruin” Technologies in role-playing games]. Retrieved from: http://habrahabr.ru/post/209616/ [in Ukrainian]. 5. Kristi G. (1999). Vospitanie aktera shkoly Stanislavskogo [educating an actor of Stanislavskyi school]. Moscow: Iskusstvo [in Russian].
6. Kovaliv, Yu. I. (Ed). (2007). Literaturoznavcha entsyklopediia: u dvokh tomakh [Encyclopedia in literature studies: in two volumes]. (Vol. 2). Kyiv: Akademiia [in Ukrainian].
7. Lichkovakh, V. A. (1987). Perezhivanie krasoti [Experiencing beauty]. Kiev: Mistetstvo [in Russian].
8. Rapatsevich, E. S. (2001). Sovremennyy slovar po pedagogike [Modern Pedagogic dictionary]. Minsk : Sovremennoe slovo [in Russian].
9. Fridman, L. M. (1987). Pedagogicheskiy opyt glazami psikhologa [Pedagogical experience through psychologist’s eyes]. Moscow: Prosveshchenie[in Russian].
10. Frolova, G. I. (1986). Organizatsiya i metodika klubnoy raboty s detmi i podrostkami: ucheb. posobie dlya studentov in-tov kultury [Organization and methods of work with children and adolescents: textbook for culturological university students]. Moscow: Prosveshchenie [in Russian].
12. Tychsen, Anders; Hitchens, Michael; Brolund, Thea; Kavakli, Manolya (2006). Live Action RolePlaying Games: Control, Communication, Storytelling, and MMORPG Similarities. Games and Culture (Sage Publications). [in English].